Parenting style as a context for emotion socialization

Siu Mui CHAN, Jennifer BOWES, Shirley WYVER

Research output: Contribution to journalArticle

44 Citations (Scopus)

Abstract

Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong Kong-Chinese mothers reported that among authoritarian, authoritative, and permissive parenting styles, they adopted an authoritative style most often and an authoritarian style least often. They valued both relational and individualistic emotional competence of their children as parental goals but regarded the former as more important than the latter. Structural equation modeling results indicated that parental goals mediated the influences of parenting styles on parental practices. Authoritative mothers who held individualistic emotional competence goals adopted different parental practices (a coaching or an emotion-encouraging approach) from those who held relational emotional competence goals. When mothers adopted authoritarian parenting and endorsed relational emotional competence as a parental goal, they responded to children's expression of emotions in a dismissing way. Practice or Policy: Parenting styles play an overarching role in emotion socialization, influencing both parental practices and goals. The results imply that school personnel, counselors, or social workers should take into account parenting styles, parental goals, and cultural values of participants when they offer training programs to parents. Copyright © 2009 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)631-656
JournalEarly Education and Development
Volume20
Issue number4
DOIs
Publication statusPublished - Jul 2009

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Citation

Chan, S. M., Bowes, J., & Wyver, S. (2009). Parenting style as a context for emotion socialization. Early Education and Development, 20(4), 631-656.